Araştırma Makalesi
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Hidden Counselors in Schools: Physical Education Teachers

Yıl 2023, Sayı: 59, 304 - 321, 05.09.2023

Mehmet Akif Yücekaya Ahmet Enes Sağın Sinan Uğraş

https://doi.org/10.9779/pauefd.1161427

Öz

The main objective of this qualitative research is to provide a detailed examination of the contributions of physical education and sports teachers to counseling services in schools based on common experiences of school counselors. For this purpose, a phenomenological research design as one of the qualitative research methods was used in this study. Determined by using a purposeful sampling method, 14 psychological counseling teachers working in schools from 14 different provinces (cities) in 7 different regions of Turkey were interviewed. As a result of the thematic analysis, it was found that there were four main themes that define the contributions of physical education and sports teachers to the counseling services in schools: (i) physical education teachers' communication power, (ii) structure of physical education class, (iii) value transfer and (iv) problematic students. As a result of the study, it was found that physical education lessons and physical education teachers contribute to the counseling service by working in harmony with the counseling service.

Anahtar Kelimeler

Physical Education Physical Education Teacher Sports Counseling Service Student

Kaynakça

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  • Bailey, R. (2016). Sport, physical activity and educational achievement – towards an explanatory model, Sport in Society 1-2. DOI: 10.1080/17430437.2016.1207756
  • Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., Sandford, R., & Education, B. P. (2009). The educational benefits claimed for physical education and school sport: an academic review. Research papers in education, 24(1), 1-27.
  • Bardhoshi, G., Schweinle, A., & Duncan, K. (2014). Understanding the ımpact of school factors on school counselor burnout: A mixed-methods study. Professional Counselor, 4(5), 426-443.
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Okuldaki Gizli Danışmanlar: Beden Eğitimi Öğretmenleri

Yıl 2023, Sayı: 59, 304 - 321, 05.09.2023

Mehmet Akif Yücekaya Ahmet Enes Sağın Sinan Uğraş

https://doi.org/10.9779/pauefd.1161427

Öz

Bu nitel araştırmanın temel amacı, beden eğitimi ve spor öğretmenlerinin okullarda rehberlik hizmetine katkılarını okul psikolojik danışmanlarının ortak deneyimlerinden hareketle ayrıntılı olarak incelemektir. Beden eğitimi ve spor dersi öğretmenleri ile beden eğitimi dersinin rehberlik servisine katkılarını belirlemek için nitel araştırma yöntemlerinden fenomenolojik araştırma deseni kullanılmıştır. Amaçlı örnekleme yöntemi ile Türkiye'nin 7 farklı bölgesinde ve 14 farklı şehrinde görev yapan 14 psikolojik danışman ile görüşülmüştür. Yapılan tematik analiz sonucunda beden eğitimi ve spor dersi öğretmenlerinin rehberlik hizmetine katkılarını tanımlayan dört ana tema ortaya çıkmıştır: 'Beden Eğitimi Öğretmenlerinin İletişim Gücü', 'Beden Eğitimi Dersinin Yapısı', 'Değer Aktarımı', 'Problemli Öğrenciler'. Sonuç olarak beden eğitimi dersi ve beden eğitimi öğretmenlerinin rehberlik servisine katkı sağladığı ve rehberlik servisi ile uyumlu çalıştığı sonucuna ulaşılmıştır.

Anahtar Kelimeler

Beden Eğitimi Beden Eğitimi Öğretmeni Spor Rehberlik Servisi Öğrenci

Kaynakça

  • American School Counselor Association. (2015). State-by-state student-to-counselor ratio report: 10-year trends. Alexandria, VA: Author. Retrieved from: https:// vtechworks.lib.vt.edu/handle/10919/86925
  • Archibald, M. M., Ambagtsheer, R. C., Casey, M. G., & Lawless, M. (2019). Using Zoom videoconferencing for qualitative data collection: perceptions and experiences of researchers and participants. International Journal of Qualitative Methods, 18, 1-8.
  • Armstrong, S. A., MacDonald, J. H., &Stillo, S. (2010). School counselorsandprincipals: Differentperceptions of relationship, leadership, andtraining. Journal of School Counseling, 8(15), 1-27.
  • Astramovich, R. L., Hoskins, W. J., Gutierrez, A. P., & Bartlett, K. A. (2013). Identifying role diffusion in school counseling. Professional Counselor, 3(3), 175-184. Ayyash‐Abdo, H., Alamuddin, R., & Mukallid, S. (2010). School counseling in Lebanon: Past, present, and future. Journal of Counseling & Development, 88(1), 13-17.
  • Babkes, M.L., (1999), Sport and physical activity socialization of youth with moderate cognitive needs: An expectancy-value perspective on parental influence University of Northern Colorado
  • Bailey, R. (2006). Physical education and sport in schools: A review of benefits and outcomes. Journal of school health, 76(8), 397-401.
  • Bailey, R. (2016). Sport, physical activity and educational achievement – towards an explanatory model, Sport in Society 1-2. DOI: 10.1080/17430437.2016.1207756
  • Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., Sandford, R., & Education, B. P. (2009). The educational benefits claimed for physical education and school sport: an academic review. Research papers in education, 24(1), 1-27.
  • Bardhoshi, G., Schweinle, A., & Duncan, K. (2014). Understanding the ımpact of school factors on school counselor burnout: A mixed-methods study. Professional Counselor, 4(5), 426-443.
  • Baudin, N., Aluja, A., Rolland, J. P., & Blanch, A. (2011). The role of personality in satisfaction with life and sport. Psicologia Conductual, 19(2), 333-345.
  • Biddle SJH., & Mutrie N. (2008) Psychology of Physical Activity: Determinants, Well-Being and Interventions, 2nd edition. New York, Routledge.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.
  • Byers, PY & Wilcox JR. (1991). Focus groups: a qualitative opportunity for researchers. Journal of Business Communication, 28(1), 63-78.
  • Castañeda-Vázquez, C., Corral-Pernía, J. A., & Chacón-Borrego, F. (2020). Influencia de la actividad física sobre la capacidad aeróbica en escolares españoles. J. Sport Health Res. 12(1), 31–38.
  • Chiang, T., (2003), Effects of a therapeutic recreation intervention within a technology-based physical activity context on the social interaction of male youth with autism spectrum disorders Indiana University
  • Cinotti, D. (2014). Competing Professional ıdentity models in school counseling: A historical perspective and commentary. Professional Counselor, 4(5), 417-425.
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  • Koçak Bıçak, D, Otteki̇n Demi̇rbolat, A. (2019). Okul psikolojik danışmanlarının okul yöneticileri ve öğretmenlerden beklentileri. Türk Eğitim Bilimleri Dergisi, 17 (2) , 236-257.
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  • Løvoll, H. S., Bentzen, M., & Säfvenbom, R. (2020). Development of positive emotions in physical education: person-centred approach for understanding motivational stability and change. Scandinavian Journal of Educational Research, 64(7), 999-1014.
  • Lumpkin, A., Stoll, S. K., & Beller, J. M. (2003). Sport Ethics Applications For Fair Play. New York, NY: McGraw-Hill.
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  • Marques, A., Corrales, F. R. G., Martins, J., Catunda, R., & Sarmento, H. (2017). Association between physical education, school-based physical activity, and academic performance: a systematic review. Retos: nuevas tendencias en educación física, deporte y recreación, (31), 316-320.
  • McKenzie, T. L., Marshall, S. J., Sallis, J. F. ve Conway, T. L. (2000). Leisure-time physical activity in school environments: an observational study using SOPLAY. Preventive Medicine, 30(1), 70–77.
  • MEB. (2020). Rehberlik ve Psikolojik Danışma Hizmetleri Yönetmeliği. Resmî Gazete (Sayı: 31213). Erişim adresi: https://www.resmigazete.gov.tr/eskiler/2020/08/20200814-2.htm.
  • Monika Srivastava,( NA). Effective communication skills: need & importancefor teacher. Anand College ofEducation, Unit of Sharda Group of Institutions (SGI), AgraMember, Play India Play (Trust). https://www.scribd.com/doc/62753783/EFFECTIVE-COMMUNICATION-SKILLS-NEED-IMPORTANCE-FOR-TEACHERS
  • Muntaner-Mas, A., Vidal-Conti, J., Cantallops, J., Borràs, P. A., & Palou, P. (2017). Obesity and physical activity patterns among Balearic Islands children and adolescents: A cross-sectional study. Journal of Human Sport and Exercise, 12(2), 333-348.
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  • Opstoel, K., Chapelle, L., Prins, F. J., De Meester, A., Haerens, L., van Tartwijk, J., & De Martelaer, K. (2019). Personal and social development in physical education and sports: A review study. European Physical Education Review, 1-17.
  • Özdemir, M., Ilkım, M., & Tanır, H. (2018). The effect of physıcal actıvıty on socıal adaptatıon and skılls development ın mentally dısabled ındıvıdual, European Journal of Physical Education and Sport Science, 4 (1), 64-70.
  • Parmaksız, İ., & Gök, A. (2019). Okul psikolojik danışmanlarının psikolojik danışma ve rehberlik hizmetlerinin yürütülmesinde karşılaştıkları güçlükler. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (47), 247-265.
  • Patterson, D. L., & Collins, J. (2012). Middle school girls’ perceptions of their physical education classes and teachers. Medicina Sportiva, 16(1), 12–16.
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  • Pedersen, B. K., & Saltin, B. (2015). Exercise as medicine – evidence for prescribing exercise as therapy in 26 different chronic diseases. Scandinavian Journal of Medicine & Science in Sports, 25(3), 1–72.
  • Pillay, J. (2011). Challenges counselors face while practising in South African schools: implications for culturally relevant in-service training. South African journal of psychology, 41(3), 351-362.
  • Powell, K. E., Paluch, A. E., & Blair, S. N. (2011). Physical activity for health: What kind? How much? How intense? On top of what? Annual Review of Public Health, 32(1), 349–365.
  • Rasberry, C. N., Lee, S. M., Robin, L., Laris, B. A., Russell, L. A., Coyle, K. K., & Nihiser, A. J. (2011). The association between school-based physical activity, including physical education, and academic performance: a systematic review of the literature. Preventive medicine, 52, 10-20.
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  • Ryan, S., Fleming, D., & Maina, M. (2003). Attitudes of middle school students toward their physical education teachers and classes. Physical Educator, 60(2), 28.
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  • Yılmaz, A., & Cihan, H. (2018) .Okul yöneticisi, beden eğitimi öğretmeni ve öğrencilerin beden eğitimi dersine ilişkin görüşleri: Nitel bir çalışma. Gazi Beden Eğitimi ve Spor Bilimleri Dergisi, 23(1), 9-24.
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  • Zullig, K. J., & White, R. J. (2011). Physical activity, life satisfaction, and self-rated health of middle school students. Applied Research in Quality of Life, 6(3), 277-289.
Toplam 100 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Beden Eğitimi ve Eğitim Programlarının Geliştirilmesi
Bölüm Makaleler
Yazarlar

Mehmet Akif Yücekaya 0000-0003-3853-5660

Ahmet Enes Sağın 0000-0002-4243-8276

Sinan Uğraş 0000-0003-0792-1497

Erken Görünüm Tarihi 25 Mayıs 2023
Yayımlanma Tarihi 5 Eylül 2023
Gönderilme Tarihi 12 Ağustos 2022
Kabul Tarihi 11 Mayıs 2023
Yayımlandığı Sayı Yıl 2023 Sayı: 59

Kaynak Göster

APA Yücekaya, M. A., Sağın, A. E., & Uğraş, S. (2023). Okuldaki Gizli Danışmanlar: Beden Eğitimi Öğretmenleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi(59), 304-321. https://doi.org/10.9779/pauefd.1161427
 Kapak Resmi İndir

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